UNIVERSITATEA TEHNICĂ „GHEORGHE
ASACHI” DIN IAŞI
DEPARTAMENTUL PENTRU PREGĂTIREA PERSONALULUI
DIDACTIC
UNIVERSITATEA „A.I.CUZA” DIN IAŞI FACULTATEA DE FILOSOFIE SI STIINTE SOCIAL POLITICE
ASOCIAŢIA PENTRU EDUCAŢIE PROFESIONALIZARE ŞI
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BULETINUL INSTITUTULUI POLITEHNIC DIN IAŞI
Publicat de
Universitatea Tehnică „Gheorghe Asachi” din Iaşi
Secţia
ŞTIINŢE SOCIO-UMANE
TITLUL IN LIMBA STRAINA
BY
AUTOR PRENUME NUME DE FAMILIE
“Afilierea Universitate, localitate,
Departament Received:
Accepted for publication:
Abstract. Scrieţi aici rezumatul in limba engleză. Redactaţi un rezumat de
100-200 cuvinte, menţionand cele mai importante aspecte ale lucrării dv.
Key words: primul cuvânt cheie; al doilea cuvânt cheie; al treilea cuvânt
cheie; al patrulea cuvânt cheie; ultimul cuvânt cheie.
1. Titlul Primei Secţiuni
Introduceţi prima secţiune aici. Utilizaţi cât spaţiu aveţi nevoie.
Introduceţi prima secţiune aici. Utilizaţi cât spaţiu aveţi nevoie. Introduceţi
prima secţiune aici. Utilizaţi cât spaţiu aveţi nevoie. Utilizaţi cât spaţiu aveţi
nevoie. Introduceţi prima secţiune aici. Utilizaţi cât spaţiu aveţi nevoie. Utilizaţi
cât spaţiu aveţi nevoie. Introduceţi prima secţiune aici. Utilizaţi cât spaţiu aveţi
nevoie.
2. Titlul Celei de a Doua Secţiuni
Introduceţi a doua secţiune aici. Utilizaţi cât spaţiu aveţi nevoie.
Introduceţi a doua secţiune aici. Utilizaţi cât spaţiu aveţi nevoie. Introduceţi a
doua secţiune aici. Utilizaţi cât spaţiu aveţi nevoie. Utilizaţi cât spaţiu aveţi
nevoie. Introduceţi a doua secţiune aici. Utilizaţi cât spaţiu aveţi nevoie.
Utilizaţi cât spaţiu aveţi nevoie. Introduceţi a doua secţiune aici. Utilizaţi cât
e-mail: [email protected]
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
10
spaţiu aveţi nevoie.
REFERENCES
Autor (in ordinea mentiunii in text) nume de familie, iniţiala prenume, Titlu lucrare
citată, Editura, Localitatea, anul.
TITLU LUCRARE IN LIMBA ROMÂNĂ
(Rezumat)
Redactaţi rezumatul lucrării în limba română. Va fi acelaşi rezumat ca în limba
engleză.
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
11
CAMERA-READY PAPER SUBMISSION
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Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
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Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
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18. Paper length: It is recommended an even number of pages for the
paper (4, 6, 8, … pages).
Exemplu:
PROBLEMS THAT MAY OCCUR IN RESEARCH COMPETENCE
BY *O. ANGHEL
Abstract. The paper presents an educational experience in which teachers and
university professors are involved in a training program of developing research
competence. They participate in a series of two seminars to identify problems and
solutions related to research competence education and training. The topic of
seminars was "Creative methods for educational problems". The seminars had two
objectives: involving the future trainers in identifying possible problems in the
formation of research competence by the three-steps interview method; involving
the future trainers in identifying ways to streamline the research competence
training students in undergraduate programs and doctoral programs using the
creative problem solving method 6.3.5. The research method is autobiography.
Qualitative and quantitative analysis of the students’ products will support and
accompany the autobiographical reflections. We recorded two types of outcomes:
achieving a "map" of the issues involved in research competence training and two
"drawings" to streamline the research competence training at undergraduate
students and doctoral students.
Keywords: research competence, educational experience.
1. Introduction
Autobiography as an investigation method is nowadays employed in
several research disciplines. It originates in feminist criticism theories where
narrative has both an epistemological and a methodological value given by the
fact that personal experience may be a rich source of knowledge and it may be
shared and above all theorized. According to Griffiths, it would be more
appropriate to use the term “critical autobiography” in research methodology, as
it relies both on individual experiences and on theory and especially of a
reflection and re-thinking process (Griffiths, 1995).
Over the last two and a half decades, autobiography has enjoyed
increasing popularity and legitimacy in curriculum theory, especially in teacher
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
14
education. In their essays "teachers collect data and ponder on their experience
in order to find arguments to ground the teaching and learning process"
(Cochran-Smith & Lytle, 1993, p. 35). Theses data can be reinvested either in
the improvement of their own practices, or in the sharing by other teachers of
similar experiences, or in future curriculum development (addressed to both
students and teachers as trainers). Let us emphasize here, by quoting two
authors interested in this subject, that the goal of autobiography as a research
method is to “provoke, challenge, and illuminate rather than confirm or settle”(
Bullough, R., Pinnegar, S., 2001, p.20)
2. “Competence” and “Research Competence” Concepts
The team members involved in the “Study on Scientific Research
Competence Training Improvement” project have published many articles
where they provided extended information on the “research competence” topic.
For this paper, we chose a synthetic, simple and direct approach relying on the
joining together of the two “research” and “competence” concepts.
According to the Small Encyclopedic Dictionary, 2005, p. 230, the
research concept is defined as “an original investigation designed to acquire
new scientific or technological knowledge”, while the Collins English
Dictionary, 1979, defines it as “a systematic investigation designed to establish
facts or principles”, or as “a systematic investigation meant to collect
information on a subject”, or as “the investigation of a subject or of a problem”
(Collins English Dictionary, 1979, in Javis P., 1999, p.70).
The competence concept has been increasingly used by organizations,
be they education institutions or production units. Competence is commonly
defined as the best combination of knowledge, abilities and attitudes that a
person (who will be or already is employed) imperatively needs in order to be
high-performing in a specific field of work. Brugman defines competence as the
relation existing between it and performance and states that “competence is a
person’s ability to be high-performing in specific fields, in particular contexts,
in specific circumstances and in precisely defined periods of time.” (Brugman,
1999, p.36) There is however another problem that arises – when is a behavior
high-performing? How and who decides if this behavior is high-performing or
not? Jessup, 1991, p.25, in Hyland, 1994, states that actually competence “does
not refer to the lowest or highest performance level but to the standards required
for an activity to be considered successful”. This supports the idea that
competence is not a descriptive but a normative concept (Short, 1984, in Erant,
1994). Before deciding whether a teacher, manager, researcher, etc. is
competent or not, it is necessary to know what it means to be a teacher, manager
or researcher, what the analysis landmarks are for each competence component,
for each profession. Moreover, Jessup makes an interesting distinction between
competence in a job and professional or occupational competence. The first type
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
15
of competence is limited to the taking in of a role and then its recurrent and
even routine application in a specific company or organization. As for
professional competence, the person is thought to have abilities, knowledge, etc
that he/she is capable of using in a variety of contexts, hence in a variety of
organizations. (Jessup, 1991, in Hyland, 1994)
Erant, 1994, makes a finer observation when analyzing the competence
concept related to a profession. The author distinguishes between specific and
general competence, depending on the type of profession. In some professions,
where the work is homogeneous, it is not difficult to determine what specific
competence is and what general competence is. For heterogeneous professions,
where the work varies depending on the situation, and each professional may
excel in one sequence or another, it is advisable to have a set of specific
competences clearly stating the aspects that each professional is competent in.
In any case, one must bear in mind that the profile of each profession changes
very rapidly due to both technology evolution and social and institutional
changes.
3. Research Competence Training in thematic Seminar
The concept clarifications synthesized above were the starting point of
the seminars where we approached and discussed the problems that may occur
in research competence training. We even fond possible solutions for two of the
problems identified. This was the topic that helped confirming the assumption
according to which the use of working methods different from the classical ones
increases students’ participation and involvement and it provides rich
information for possible data analyses.
The seminar was held for two weeks and consisted of two one hundred
minute meetings, as it was designed to complete Prof PhD Carcea Maria’s
lectures. 15 participants – 9 university professors and 6 high school teachers –
attended the first seminar, and 12 participants – 8 university professors and 4
high school teachers - came to the second.
The assumption was confirmed by choosing the “three-step interview”
cooperative learning method (Kagan, S., 1994) for the first meeting, and Philips
6.6 and 6.3.5 creative problem solving method (A. Munteanu, 1994) for the
second meeting, from the wide range of alternative teaching-learning-
assessment methods.
You will find hereunder the objectives, actual conduct and results
generated by the meetings, all of which were the resources of the presentation to
the readers of a challenging teaching experience, since the research method this
paper relies on is autobiography.
Start typing the body of your paper here. Papers will outline the issue addressed
and research questions, the literature and background to the topic, the analytical
frame, the methodology and the research results.
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
16
3.1. Seminar objectives and evolution
Objective 1: Classification of the problems faced by students during research
competence training, depending on the decision level involved in their solving.
Methods: Teaching exercise, discovery method, three-step interview
Carried out: on small groups
Necessary supplies: post-its of four different colors, pen, individual cards for
the interview report
Duration: 100 minutes
Evolution: Step 1: The participants are divided into small 3 people groups and
each group member is assigned a “code”: X, Y, Z; the task is the following:
“Make an interview of your colleague (X interviews Y, Z watches and takes
notes; Y interviews Z, X watches and takes notes; Z interviews X, Y watches
and takes notes) in order to identify the possible problems that students may be
faced with during research competence training. You will have, in turn, the role
of interviewer, interviewed and observer!”; Step 2: “Show your colleagues the
interview report you drafted in your capacity of observer!”; Step 3: “Classify
the identified problems depending on the decision level involved in their
solving – a)ministry; b)university, department; c)trainer; d)student – and write
them on your colored post-its (4 colors, one for each case)”; Step 4: “Share the
identified problems with your colleagues and draft together the ‹‹problem
map››!”
Objective 2: Using some of the creative problem solving methods to solve three
of the identified problems
Carried out: upfront and on small groups
Necessary supplies: paper, pen
Duration: 100 minutes
Evolution: Exercises illustrating the use of the Philips 6.6 and 6.3.5 methods.
The groups will solve different problems on the list of identified problems, with
the observance of the rules of each method, and then share the results.
3.2. The second order headings Generated Results
3.2.1. Research Competence Training Problems Identified with the Three-Step
Interview Method
Five teams were formed and assigned letters in an alphabetical order:
team A included both university professors and high school teachers, team B
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
17
included both university professors and high school teachers, team C included
university professors, team D included both university professors and high
school teachers, team E included high school teachers.
Further to their identification by each team, the problems were
reanalyzed and included in one of the following categories: problems caused by
ministry policies (MP), problems caused by university/ faculty policies (UP),
problems having to do with students (SP) and problems having to do with
trainers (TP). The problems were written on post-its of different colors and
stuck on a board and the “map of research competence training problems” was
thus created. Here are the identified problems classified in categories.
a) Problems students are faced with during research competence training caused
by ministry policies:
Answers from team A: “too many students in a study group”, “low
wages”, “lack of supplies and equipment”, “curriculum too demanding”
Answers from team B: “the real problems schools are faced with are not
always considered”
Answers from team C: “financing policy”, “inadequate training”
Answers from team D: “lack of a clearly stated direction in defining
educational process objectives”
Answers from team E: “lack of specialized teaching staff in some
fields”, “lack of jobs in the fields the trainers are trained in”, “lack of
financial resources”, “lack of supplies and equipment”, “frequent
changes in the education curriculum”
b) Problems students are faced with during research competence training caused
by university/ faculty policies:
Answers from team A: “pressures to attract and then preserve the
highest possible number of students, which leads to poorer teaching-
learning process quality”, “insufficient supplies and equipment”
Answers from team B: “lack of supplies, equipment”, “high number of
students in a study group”, “no information sources”, “no policy
designed to get students involved in research” (in the faculty projects,
together with the researchers)
Answers from team C: “disagreement between disciplines”, “much too
many students in a study group”
Answers from team D: “lack of procedures in the quality manual for
this competence”, “not enough sources (programs) of information and
investigation”
Answers from team E: “lack of implementation of the ISO 9001 quality
program”; “lack of financial resources”.
c) Problems students are faced with during research competence training and
that have to do with students:
Answers from team A: “lack of motivation”, “they do not get involved
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
18
in research”, “moderate study level”, “sometimes limited intellect”
Answers from team B: “lack of motivation; the teachers/professors get
very involved without receiving positive feedback each time”, “they do
not appreciate the value and efficiency of their teachers/ professors”
Answers from team C: “lack of interest”
Answers from team D: “lack of motivation”, “individual limitations
(inability to adjust)”, “lack of basic knowledge”
Answers from team E: “the way theoretical training is conjugated with
practical requirements”, “lack of enthusiasm for their profession”
d) Problems students are faced with during research competence training and
that have to do with trainers:
Answers from team A: “inadequate teaching methods”, “some of them
have problems understanding the theory”, “poor training of some of the
teachers” which leads to “lack of interest from the students”, “no
updated information sources”, “moderate student level”, “no patience”
Answers from team B: “students are not aware that they also train such
skills”, “prefer theory to practice; they train rather cognitive than
aptitudinal skills”, “lack of professional trainer expertise”, “lack of
motivation for research competence training”
Answers from team C: “they fail to stimulate individual study in
students”, “professor-student interrelation”
Answers from team D: “conflict between generations” , “student-based
education versus teacher-based education”, “subjectivity”, “lack of
motivation”, “imposes limitations”, “lack of connection between theory
and practice”
Answers from team E: “poor professional training in graduates”
Three-step interview was the work method appreciated by the
participants, thus proving once again its ability to collect a considerable amount
of data in a short period of time (Tabel no.1). This supports our initial
assumption. Table 1Quantitative result analysis, on groups and categories of problems
problems
caused by
ministry
policies
problems
caused by
university/
faculty
policies
problems
having to do
with students
problems
having to do
with trainers
Total
Group A 4 2 4 6 16
Group B 1 4 2 4 11
Group C 2 2 1 2 7
Group D 1 2 3 5 11
Group E 5 2 1 1 9
TOTAL 13 12 11 18
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
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3.2.2. Solutions for Research Competence Training Improvement by the Use of
the 6.3.5. Creative Problem Solving Method
In accordance with the specificity of the method, teams of 6 participants
were formed and they were each asked for three solutions to an educational
problem and for interventions in the solutions of the other team members: team
A, formed of university professors, had to identify ways of improving research
competence training of PhD candidates, while team B, formed of 2 university
professors and 4 high school teachers, had identify ways of improving research
competence training of undergraduates.
A quantitative result assessment reveals that the first team provided 15
solutions, as 3 participants offered three solutions each, and 3 participants
offered two solutions each. There were also 31 active interventions, 30 of which
were answer completions, and only one was a disagreement with the initial
solution.
The second team provided 14 solutions, as 4 participants offered three
solutions each, one participant offered two, and another one none. There were
also 11 active interventions, and all of them were answer completions, without
any criticism or disagreement with the given answers.
Here are some of the answers resulted after the application of the five
rotations:
- “Access to documentation materials / possibly full computerization of
the faculty libraries / access to the documentation of other similar
universities / frequent experience exchanges / sponsoring of
subscriptions to prestigious publications”
- “Better interaction between PhD candidates and PhD thesis
coordinators / exchanges of ideas and involvement of the PhD candidate
in the professor’s projects / the PhD thesis coordinator to provide the
initial documentation to the PhD candidate”
- “Research scholarships in properly equipped laboratories / research
result dissemination into practice / result publication”
- “Defense of the PhD thesis in a university different from the one where
the thesis was written in order to increase responsibilization / defense of
the results of the research before a board of examiners including at least
one foreign specialist; at least 3 rounds of questions; it should not be
just a formality / good idea”
- “Creation of research teams including 2- 5 PhD candidates and common
defense of the final thesis (on a considerably complex topic) / study of
individual issues different from the topic / ministry financing of
dedicated grants / possibly cooperation with some companies”
- “Experience exchange and example presentation / symposiums held
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
20
especially for students”
- “At least one 6 month scholarship in a prestigious university abroad /
experience exchange”
In the teaching staff’s opinion, the improvement of the research
competence training for PhD students relies a series of specific topics: true
cooperation with the PhD thesis coordinator, access to national and international
resources, access to scholarships abroad, work in teams of students on
independent pieces of the same topic.
Here is a list of ways to improve research competence training of
undergraduates in the teachers’ and professors’ opinion:
- “Engineer profession simulation in the faculty laboratories by solving
concrete production cases, by sharing the expertise of engineers
involved in production / experience exchange”
- “Optional courses designed to train their research competence”
- “Stimulation of exceptional undergraduates – organization of specific
promotion programs”
- “Choosing work topics designed to force them to develop their research
competence / related to their future work in production”
- “Team work to debate on the problems they are faced with throughout
their common projects / more availability from the teaching staff and
the students”
- “Guidance towards research fields that will first be approached
individually and then corrected by a tutor / expertise sharing by the
graduates that also have practical experience”
In the professors’ opinion, the solutions of improvement of the research
competence training of undergraduates should consist of practical activities
conducted under the close supervision of a professor.
4. Conclusions
What I was interested in during the seminars subjected to (self)criticism
in this paper were both the didactic implications of the two main methods –
three-step interview and 6.3.5.- and the professors’ perception of the problems
and solutions related to research competence training. Our initial assumption
according to which alternative methods urge participants to get involved was
confirmed and supported by the quantitative analysis of the participants’
creations. The qualitative analysis also supports this and reveals interesting
information.
The Philips 6.6 and 6.3.5 creative problem solving methods were also
appreciated by the students, just like the working methods, and generated
extremely lively debates. We are however reticent as concerns data collection
and use for qualitative content analyses, due to the difficulties related to
achieving the highest accuracy of the method. The answers were often left
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
21
unfinished by the team members, and their appreciations, corrections,
completions required by the specificity of the method were evasive.
In the teaching staff’s opinion, decision-making institutions are very
little involved in research competence training of students or pupils. The
ministries have much more important issues on the agenda. The “school
curricula are much too demanding” and they focus almost exclusively on the
goals of the main specialty, leaving little room for explicit research competence
training.
Our purpose was to raise awareness to the fact that research competence
may be developed both if the teacher/professor chooses the attainment of those
goals and by activating human inclinations to research.
At the institutional level, the problems have to do with the financial or
material resources. In the professors’ opinion, the pressures related to the
progressive increase of the number of students, which means that they have to
work with larger study groups, are responsible for lower quality education and
implicitly for difficulties in properly approaching research competence training.
If research competence is necessary for specific projects, the training is
superficial.
Some of the participants to the seminars notice “the lack of procedures
in the university quality manual related to the training of this competence”,
which lets us understand that developing research competence in students,
regardless of their education level, is not a priority for universities either.
The problems related to research competence training chain up: lack of
involvement of the ministry, lower quality education due to the pressures related
to the progressive increase of the number of students, increasingly numerous
students that are often not dedicated to the profession they are trained for,
professors often disappointed by the students’ feedback to their work.
The opinions of the teaching staff regarding research competence
training are important especially for those involved in the development of the
research competence trainer training curriculum. The answers may be evaluated
in order to complete the set of solutions to the problems raised by the
improvement of research competence training, especially since, given the low
number of educational policies related to this issue, the professors are those who
make possible the development of such competence in their students.
Aknowledgements: I wish to express my gratitude to Ph Carcea Maria, for
mastery with which she guided me in my research.
Received at 1th of Octomber 2013
*“Gh. Asachi” Technical University, Department of Foreign Languages, Iaşi, Romania
R E F E R E N C E S
Bul. Inst. Polit. Iaşi, t. LIX (LXIII), f. 3-4, 2013
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PROBLEME CE POT APARE IN FORMAREA COMPETENTELOR DE CERCETARE
(Rezumat)
Scopul lucrării de faţă este acela de a prezenta o experienţă educaţională în care cadre
didactice preuniversitare şi universitare implicate într-un program de formare al formatorilor de
competenţe de cercetare participă la o suită de seminarii corelate identificarii de probleme şi apoi
de soluţii legate de formarea competenţei de cercetare. Ne vom focaliza asupra seminariilor ce au
avut drept temă: „Metode le creative în rezolvarea problemelor educaţionale”. Seminariile au
vizat două obiective: implicarea viitorilor formatori în identificarea de posibile probleme în
formarea competenţei de cercetare prin apelul la metoda interviului în trei trepte; implicarea
viitorilor formatori în identificarea unor modalităţi de eficientizare a formării competenţei de
cercetare la studenţii din programele de licenţă şi studii doctorale prin apelul la metoda de
rezolvare creativă de probleme 6.3.5. Numărul participanţilor la cele patru sesiuni a variat de la 12
la 15, din mediul preuniversitar aderînd 6, iar din cel universitar 9. Metoda de cercetare pe care se
bazează lucrarea de faţă este autobiografia. Analiza calitativă şi cantitativă a produselor
studenţilor va susţine şi însoţi reflecţiile autobiografice. Am pornit cu ipoteza conform căreia
metodele de lucru în seminarii alternative celor clasice aduc o participare implicată a studenţilor
la activităţi şi informaţii bogate pentru posibile analize de date. Am înregistrat două categorii de
rezultate: realizarea unei „hărţi” a problemelor implicate de formarea competenţelor de cercetare
şi a două „schiţe” de eficientizare a formării competenţelor de cercetare la studenţii studiilor de
licenţă şi doctorat.
